LESSON 1 School: Stavropolka Secondary School

Unit : Hobbies and qualities

Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: Hobbies and qualities

Learning objectives 9.C8 develop intercultural awareness through reading and discussion
9.S3 explain and justify their own point of view on a range of general
and curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk
about a wide increased range of general and curricular topics
9.R2 understand specific information and detail in texts on a range of
familiar general and curricular topics, including some extended texts
Lesson objectives All learners will be able to:
Recognize and use vocabulary to do with humour.
Identify the meaning of the text about the British sense of humour.
Prepare and perform a comedy sketch.
Most learners will be able to:
Analyze a text about the British sense of humour.
Some learners will be able to:
Express their ideas about sense of humour in KZ building extended
sentences.
Criteria Raise awareness about cultural diversity through reading and
discussion.
Provide a point of view in conversations and discussions.
Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences.
Identify particular information and details in reading passage.
Descriptor. A learner:
recalls some events based on his/her own experience.
presents his/her information to the class.
uses appropriate subject-specific vocabulary while speaking.
finds necessary information in the text and completes the task.
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining Org. moment Greeting Verbal
5 min GREETING LEARNERS evaluation
The teacher sets the lesson objectives,
letting students know what to anticipate
from the lesson.
Warm up.
Teacher writes free time on the board. Learners
Students say one true sentence about answer
their free-time activities, e.g., I read a
lot in my free time or, In my free time,
 and I watch films on DVD.
Teacher writes the name of the activity
on the board: reading or films or
whatever you said.
Teacher asks: Who else likes
reading/films? Teacher adds two or three
more simple names of popular activities
which she\he thinks some of your
students may like: football, walking,
dancing, and drawing. Teacher for each
of them asks: Who likes...? Then add the
word activities (and the hyphen in free
time) to the board to complete the title
of the lesson: free-time time activities.
Students say: Today we are going to talk
about free-time activities.

Middle Ex.1 p.17. Presenting new words. Learners Mutual Board

30 min Definition. Activating vocabulary. Text follow the avaluation
completion. instruction
Ex.2 p.17. Focus listening. s Projector
Ex.3 p.17. Answering questions. Internet
Ex.4 p.17. Discussion task (expressing Presentation
opinion).
Ex.5 p.17. Role-play. Video and
images
WRITING Handouts
Describe a famous sport in with task
Kazakhstan. Write 150-180 words. CD 1.13
Think about these questions before
you write.
What sport it is Individual
Is it well developed in your country Learners avaluation
Who play this sport describe a
Why this sport is the most popular sport famous
in your country sport in
Kazakhsta
n
End REFLECTION Self-
5 min At the end of the lesson, students reflect assessment
on:
- what they learned
- what remained unclear for them
- what they need to continue working on
by the "Traffic lights"
Hometask: WB p.12

Saying goodbye
LESSON 2 School: Stavropolka Secondary School
Unit : Hobbies and qualities
Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: What are popular hobbies in Kazakhstan?

Learning objectives 9.2.2.1- understand most specific information in unsupported extended

talk on a wide range of general and curricular topics
9.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk
about an increased range of general and curricular topics;
Lesson objectives All learners will be able to:
explore the meanings of ‘hobbies’ and ‘free time activities’
identify specific points while listening
Most learners will be able to:
identify their likes and dislikes in hobbies
talk about their personal interests
Some learners will be able to:
make deductions about the topic of the lesson
Criteria practice using topical vocabulary in discussion while pair or group
work
understand specific information of the recording
Previous lesson Hobbies and qualities
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining Org. moment Greeting PPP
5 min GREETING LEARNERS
Teacher introduces lesson objectives
and assessment criteria. Teacher checks
home task from the previous lesson
Warm up.
With books closed, ask SS what makes
Learners
them laugh. Elicit ideas about films, answer
books, TV programmes, etc. and
encourage SS to express their opinions.
Ask SS if they know the character Mr.
Bean. Ask: Do you find him funny?
Middle Pre-Listening: Vocabulary Learners look Verbal PPP
30 min Students are given the handouts where up any evaluation
they should match words to photos. unknown
Teacher encourages them to compare words in their
answers in pairs before checking as a dictionaries.
class.
 Teacher plays the recording once for
students to listen and check their
answers, then a second time, pausing
after each item and asking students to
repeat. Teacher pays attention
especially to the pronunciation of
computer games (stress on pu and the
whole phrase pronounced as one word),
fashion (reduced vowel in final
syllable) and photography (stress on to
and two reduced vowel s, in first and
penultimate syllable). Teacher provides
peer assessment.
Students categories the vocabulary.
Teacher points out that the same word
can go into more than one category. If
some students come up with
unexpected answers (e.g. you can play
football at home or alone), rather than
dismissing those choices as wrong,
exploit it as an opportunity for more
talking: Why? / Why do you say that?
Do you play football at home? Where?
Who with? Do you use a normal
football? etc.
Listening Learners Individual
Teacher tells students they are going to complete the avaluation
task
hear four teenagers talking about their
interests and favorite free-time
activities. Teacher plays the recording
once without stopping and provides
peer assessment.
Post-Listening Learners
Students are given the HO with the answer the Mutual
post-listening exercise. Teacher allows questions avaluation
a minute or two for students to read the
exercise and see how many answers
they can recall without listening again.
Teacher plays the recording once
without stopping and check whether
most students have all the answers.
With a weaker class. Play it one more
time. Pausing after each bit of
information relevant to the task.
Teacher provides peer assessment.
End REFLECTION Self-
5 min Learners stand in a circle, they are assessment
given a ball to throw it to each other
 and share their opinions about today’s
lesson.
Hometask: to learn new vocabulary
Saying goodbye

LESSON 3 School: Stavropolka Secondary School

Unit : Hobbies and qualities
Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: What are popular hobbies in Kazakhstan?

Learning objectives 9.C7 develop and sustain a consistent argument when speaking or
writing
9.R2 understand specific information and detail in texts on a range of
familiar general and curricular topics, including some extended texts
9.R9 recognise inconsistencies in argument in extended texts on a
range of general and curricular topics
9.UE14 use an increased variety of prepositions before nouns and
adjectives use a growing number of dependent prepositions following
nouns and adjectives and an increased variety of dependent
prepositions following verbs on a range of familiar general and
curricular topics
Lesson objectives All learners will be able to:
Synthesize information from the reading passage about life in the
1950s.
Demonstrate the correct use of adjectives + prepositions.
Most learners will be able to:
Interpret a text comparing past and present generations.
Some learners will be able to:
Express their opinions about different generations building extended
sentences.
Criteria Make an argument and evolve reasoning while speaking.
Identify particular information and details in reading passage.
Find claim, reasons and evidence in the text to recognise
inconsistencies in argument.
Employ the rule for nouns and adjectives in common prepositional
phrases in practice.
Descriptor. A learner:
concludes ideas and arguments based on own experience.
finds necessary information in the text and completes the task.
analyses the information in the text and gives the right answers.
completes the sentences with appropriate prepositions.
Previous lesson What are popular hobbies in Kazakhstan?
Plan
Planned Planned activities Learners’ Evaluation Resource
timings activities s

Begining Org. moment Greeting Verbal

5 min GREETING LEARNERS evaluation
The teacher sets the lesson objectives,
letting students know what to anticipate
from the lesson.

Warm up.
1/ Describe the given picture. Learners
2/ What is the message conveyed by it? do the task

Middle Task. With books closed, ask SS if they Learners Mutual Board
30 min have seen photographs of their parents answer avaluation Projector
and grandparents when they were young. Internet
Ask: What were their clothes like? What
were their hairstyle like? Video and
Ask: What do you think life was like in images
the 1950s? Handouts
with task
Ex.1 p.10. Prediction based on the Learners Individual CD 1.06
vocabulary. follow the avaluation
instructions
Detailed reading.

Comparing.

Ex.2 p.10. Justifying True/False

statements with reference to the text.

Ex.3 p.10. Gap-filling.

Ex.4 p.10. Sentence completion.

Ex.5 p.10. Class discussion.

End Self-reflection. Self-
5 min assessment
My My My Valuabl
particip feelings difficult e
 ation in and ies thoughts
the emotion for me
lesson s during from the
the lesson
lesson

Hometask: WB p.10
Saying goodbye

LESSON 4 School: Stavropolka Secondary School

Unit : Hobbies and qualities
Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: Have hobbies changed over the years?

Learning objectives 9.4.2.1 understand specific information and detail in texts on a range
of familiar general and curricular topics, including some extended texts
9.3.3.1 explain and justify their own point of view on a range of
general and curricular topics
Lesson objectives All learners will be able to:
develop reading skills through understanding information in the context
of hobbies and personality traits
practise speaking skills through giving explanation on their own
viewpoints
Most learners will be able to:
develop reading skills through understanding specific information in
the context of hobbies and personality traits
practise speaking skills through giving explanation on their own
viewpoints
Some students will be able to:
develop reading skills through understanding detailed information in
the context of hobbies and personality traits
practise speaking skills through giving explanation on their own
viewpoints
Criteria On-going formative assessment by observation and monitoring
students’ performance in reading for getting specific information and
talking about hobbies
Previous lesson What are popular hobbies in Kazakhstan?
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n

Begining Org. moment Greeting PPT

5 min GREETING LEARNERS (slides 1-3)
 https://
Warm up www.youtube
Learners
Students answer the given question: answer .com/watch?
- What are the top hobbies that make v=iEGtAGXs
you smarter? qPQ
Watching a video, they check
themselves. They guess a topic of the
lesson.
Teacher introduces the lesson
objectives.
Middle Lead –in Learners Mutual PPT (slide 4)
30 min In small groups of three, students answer the avaluation
answer the following questions: questions
Why do people have different
hobbies?
Why do some people have strange
ones?
Why would someone collect stamps or
watch movies?
What does someone’s hobby say PPT (slides
about a person? 5-15)
Some students are asked to share with
their thoughts.

Vocabulary Learners Verbal

While looking at images of various discuss evaluation
hobbies, students should discuss and PPT (slide
write personality traits that are related 16)
to each of them. Handout 1

Reading Learners Individual

Students read the passages and write read the avaluation
the names of hobbies. Afterwards they passages
discuss their answers with their peers. and write
They are allowed to use their the names of
dictionaries to find out the meaning of hobbies
unknown words.
The answers are checked with the
whole class.
Differentiation by support: Stronger
students support others by discussing
possible answers of each question.

Speaking
Students are divided in small groups
where they give their own conclusion
on what their hobbies are and what PPT (slide
they say about them. 17)
 End Reflection
5 min Self-assessment. How well do I Self-
understand? assessment
4 - I can do this and explain it to PPT
someone else. (slide 18)
3 - I understand and can do this by
myself.
2 - I need more practice.
1 - I don't understand this yet.
Hometask: WB ex.4-5 p.7
Saying goodbye

LESSON 5 School: Stavropolka Secondary School

Unit : Hobbies and qualities
Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: Have hobbies changed over the years?

Learning objectives 9.2.1.1 - understand the main points in unsupported extended talk on a
wide range of general and curricular topics;
9.2.2.1 - understand most specific information in unsupported extended
talk on a wide range of general and curricular topics
9.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk
about an increased range of general and curricular topics
Lesson objectives All learners will be able to:
enrich vocabulary (personality adjectives) by discussing popular
activities;
expand intercultural awareness by listening about hobbies in Japan
Most learners will be able to:
identify the main flow of information while listening;
apply topic related vocabulary in speech appropriately arranging words
and phrases into well-formed sentences;
peer-assess and give feedback to each other (listening)
Criteria identify the specific information while listening;
apply topic-related words in the speech
Previous lesson Have hobbies changed over the years?
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities

Begining Greeting students. Learners talk

5 min Teacher introduces Learning about the
Objectives to students. probable
Warm up outcomes of
Teacher invites students one by one the lesson.
 and shows a word on the paper.
Students should mime the word or
phrase to their classmates. They should
guess which word is described. Words:
music, football, car racing, gymnastics,
kickboxing, skateboarding, volleyball,
surfing, stamp collecting.
Middle Pre-listening: Learners Individual
30 min Teacher writes on the board “Ways make avaluation
people spend their leisure time” and suppositions
gives an example “In the UK many and write
people watch horse racing”. their ideas
Learners in pairs choose one or two
countries and make a list of ways
people there enjoy their free time.
Learners report their ideas to the class.
Teacher tells learners they are going to
listen to details how people in Japan
like to spend their free time.

While-listening: Task 1: listening for Learners Mutual

gist answer the avaluation
Learners listen to the beginning of the questions
recording and answer the following
questions on the PPT:
Where does the recording take place?
Who are the people?
What’s the name of the programme?
What’s the name of this section of the
programme?
If necessary the recording is played the
second time. Learners peer-assess each
other.

Task 2: listening for details (FA) Learners Verbal

Teacher gives listening handouts to follow the evaluation
learners, they listen to the recording instructions
and write their answers:

Peer-assessment:
Learners swap the papers and check
each other’s answers.

Post-listening
Students brainstorm on top the most
popular hobbies in Kazakhstan and
rank them from 1 to 10. Students
discuss it as a whole class.
 End Plenary: Self-
5 min Revision of new words and assessment
intercultural knowledge that they
acquired today at the lesson.
What they liked most.
What is to be improved.
Students reflect on the lesson in the
form of “2 stars and a suggestion”.
Hometask:
Saying goodbye

LESSON 6 School: Stavropolka Secondary School

Unit : Hobbies and qualities
Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: Looking at qualities in people

Learning objectives 9.L2 understand most specific information in unsupported extended

talk on a wide range of general and curricular topics
9.S5 interact with peers to negotiate, agree and organise priorities and
plans for completing classroom tasks
9.UE1 use a growing variety of abstract compound nouns and
complex noun phrases on a range of familiar general and curricular
topics
Lesson objectives All learners will be able to:
Ask and answer the questions using collocations with make, do, collect
and write.
Identify the meaning of the dialogues "People talking about the past".
Most learners will be able to:
Synthesize information from the dialogues and use it as the basis for
discussion.
Some learners will be able to:
Produce a clear, coherent description of their memories.
Criteria Identify facts and details in extended talks with little support.
Demonstrate the ability to participate in a conversation.
Apply some abstract nouns and complex noun phrases in the context.
Previous lesson Have hobbies changed over the years?
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining Org. moment Greeting Verbal
5 min GREETING LEARNERS evaluation
The teacher sets the lesson objectives,
letting students know what to anticipate
from the lesson.
 Warm up.
Learners do
Write make, do, collect and write on the the task
board as headings. With books closed,
SS work in pairs and brainstorm words
you use with each.

Middle Explain/Elicit the meaning of any Learners do Individual

30 min unknown words, then Ss find the page the task avaluation
numbers for the items listed.
Ask questions to check Ss'
understanding.
Learners Mutual
To present vocabulary for hobbies read the avaluation
Go through the list of words and phrases a-e
explain/elicit the meanings of any and look at
unknown words. the pictures
Then ask Ss to read the phrases a-e and and
look at the pictures and complete the complete
task. the task
Expressing preferences
Ask Ss to talk in pairs about which of
the activities in Ex. 1 they like/don't like
doing and why, using the phrases Learners
provided. share their
answers
Monitor the activity around the class and with the
then ask some Ss to share their answers class
with the class. About hobbies
Explain the task and read out the
adjectives and explain/elicit the
meanings of any unknown words.
Ask Ss to ask and answer in pairs
following the example. Learners
Then ask some pairs to share their complete
answers with the class. the task and
check their
To consolidate new vocabulary answers in
Give Ss time to complete the task and their
check their answers in their dictionaries. dictionaries
Elicit answers from Ss around the class.
Explain the task. Tell Ss to think about
where they were during the
accident/why they were there, etc. (e.g.
Bethany's friend - surfing with her - a
teenager who was at the beach with
his/her family, etc)
Ss prepare their answers. Ask various Ss
 around the class to describe their
experience.
End Self-assessment. Self-
5 min Students attach their boat in the assessment
appropriate area of the map that reflects
their emotions and mood after the
lesson.

Hometask: WB p.8.
Saying goodbye

LESSON 7 School: Stavropolka Secondary School

Unit : Hobbies and qualities
Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: Looking at qualities in people

Learning objectives 9.L1 understand with little or no support the main points in extended
talk on a wide range of general and curricular topics.
9.S5 interact with peers to negotiate, agree and organise priorities and
plans for completing classroom tasks.
9.S7 use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics.
Lesson objectives All learners will be able to:
Develop their listening skills for gist and specific information in the
context of talking about past events.
Recognize and use key phrases for talking about events in the past.
Most learners will be able to:
Create their own dialogues based on the given situations.
Some learners will be able to:
Perform situations talking about events in the past without support.
Criteria Identify the main idea in extended talk.
Demonstrate the ability to participate in a conversation.
Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences.
Descriptor. A learner:
gives an appropriate answer.
discusses questions and answers the questions.
uses appropriate subject-specific vocabulary while speaking.
Previous lesson Looking at qualities in people
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities

Begining Org. moment Learners Verbal

5 min GREETING LEARNERS describe evaluation
The teacher sets the lesson objectives, what they
letting students know what to anticipate remember
from the lesson. and how
Warm up. they felt.
With books closed, ask SS what
important days they can remember from
the past.
Elicit some answers, e.g. the first day at
a new school, a holiday, New Year, etc.
Ask SS to describe what they remember
and how they felt.
Middle Read the text about Collecting. Learners Individual
30 min Collecting is a new kind of hobby write your avaluation
Task 1. Complete the sentences below.  answers in
Choose ONE WORD ONLY from the boxes 1-5 on
passage for each answer. your answer
1    The writer mentions sheet.
collecting  as an example of
collecting in order to make money.
Answer: antiques   
2    Collectors may get a feeling of
from buying and selling items.
Answer: triumph   
3    Collectors’ clubs provide
opportunities to share
Answer: information   
4    Collectors’ clubs offer with
people who have similar interests.
Answer: contact   
5    Collecting sometimes involves a
life-long for a special item.
Answer: hunt/desire   
6    Searching for something particular
may prevent people from feeling their
life is completely
Answer: aimless/empty  
 7    Stamp collecting may be
because it provides facts about different Learners
countries. mark the
Answer: educational   sentences.
True or
 Task 2. Mark the sentences. True or false.
false. Mutual
8. Sixteenth century European dolls avaluation
were normally made of wax and
porcelain.
9. Someone who collects unusual
objects may want others to think he or
she is also unusual.
10. Collecting gives a feeling that other
hobbies are unlikely to inspire.
End REFLECTION Self-
5 min Reflection: “3-3-1” assessment
3 sentences to reflect on the lesson
3 adjectives to describe the lesson
1 word about the lesson
Hometask: SB ex.6 p.14
Saying goodbye

LESSON 8 School: Stavropolka Secondary School

Unit : Hobbies and qualities
Date: Teacher name: Rogova V.V.
Grade: 7 Number present: Number absent:
Theme of the lesson: Appearance and character

Learning objectives 9.S5 interact with peers to negotiate, agree and organise priorities and
plans for completing classroom tasks
9.R9 recognise inconsistencies in argument in extended texts on a
range of general and curricular topics
9.UE3 use a variety of compound adjectives and adjectives as
participles and a variety of comparative structures to indicate degree
on a range of familiar general and curricular topics
Lesson objectives All learners will be able to:
Recognize and use compound adjectives connected with people's
attributes.
Summarize information from the text written by a grandfather and his
granddaughter about their different experiences and hobbies as
teenagers.
Demonstrate the correct use of "used to" talking about the past.
Most learners will be able to:
Analyze a text comparing the lifestyles and hobbies of different
generations.
Some learners will be able to:
Produce a clear, coherent description of hobbies and interests they used
to have.
Criteria Apply the rule for compound adjectives and adjectives as participles in
practice.
Find claim, reasons and evidence in the text to recognise inconsistencies in argument.
 Apply correctly active and passive simple present and past forms and
past perfect simple forms in the context.
Demonstrate the ability to participate in a conversation.
Previous lesson Looking at qualities in people
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining Org. moment Verbal
5 min GREETING LEARNERS evaluation
The teacher sets the lesson objectives,
letting students know what to anticipate
from the lesson.
Warm up.
Ask SS to work in pairs and talk about Learners
what they know about their grandparents answer the
as young people. What jobs did they do and questions
what did they do in their free time?
When they have finished, they join a
second pair and tell each other what
they've found out about their partner's
grandparents.
Middle Ex.1 p.16. Prediction based on the Learners Individual Board
30 min pictures. follow the avaluation Projector
Ex.2 p.16. Detailed reading. Justifying instruction Internet
true/false statements with reference to the s Video and
text. images
Ex.3 p.16. Matching pair. Handouts
Ex.4 p.16. Associated ideas. with task
Ex.5 p.16. Active reading (note "used CD 1.12
to").
Induction of the rules form exercises.
Ex.6 p.16. Gap-filling.
Ex.7 p.16. Reacting to a text. Personal
experiences. Venn diagram. Discussion.
Learners
Describing a person write a
Write three paragraphs. Use linking description Mutual
words. Include these topics in the of a person avaluation
description: you know Self-
 appearance and like. assessment
 character
 relationships
 likes and dislikes
Differentiation: teacher support
Teacher helps weak students with the
language (vocabulary and grammar)
Peer-assessment
 # Name_________________________
Assessed by____________________
Theme: writing a description of a person you
know and like
1 - writes three paragraphs
2 - uses a wide range of vocabulary of describing the
person
3 - uses right tenses to describe the show with
grammar accuracy (80 %)
4 - uses linking expressions
5 - writes at least 120 words
End REFLECTION
5 min “Cinquain” is a five-line poem based on
the content of the material under the
study.
Line 1 – One-word title.
Line 2 – Two adjectives for describing
that word.
Line 3 – Three verbs.
Line 4 – Four feeling words.
Line 5 – A synonym for the title word.
Hometask: SB ex.7 p.16 (a dialogue)
Saying goodbye

LESSON 9 School: Stavropolka Secondary School

Unit : Hobbies and qualities
Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: Appearance and character

Learning objectives 9.C8 develop intercultural awareness through reading and discussion
9.S3 explain and justify their own point of view on a range of general
and curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk
about a wide increased range of general and curricular topics
9.R2 understand specific information and detail in texts on a range of
familiar general and curricular topics, including some extended texts
Lesson objectives All learners will be able to:
Recognize and use vocabulary to do with humour.
Identify the meaning of the text about the British sense of humour.
Prepare and perform a comedy sketch.
Most learners will be able to:
Analyze a text about the British sense of humour.
Some learners will be able to:
Express their ideas about sense of humour in KZ building extended
sentences.
Criteria Raise awareness about cultural diversity through reading and
discussion.
Provide a point of view in conversations and discussions.
Apply topic related vocabulary in speech appropriately arranging
 words and phrases into well-formed sentences.
Identify particular information and details in reading passage.
Previous lesson Appearance and character
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining Org. moment Verbal
5 min GREETING LEARNERS evaluation
The teacher sets the lesson objectives,
letting students know what to anticipate
from the lesson.

Warm up. Learners

With books closed, ask SS what makes express their
them laugh. Elicit ideas about films, opinions
books, TV programmes, etc. and
encourage SS to express their opinions.
Ask SS if they know the character Mr.
Bean. Ask: Do you find him funny?

Middle Ex.1 p.17. Presenting new words. Learners Individual Board

30 min Definition. Activating vocabulary. Text follow the avaluation Projector
completion. instructions Internet
Ex.2 p.17. Focus listening.
Ex.3 p.17. Answering questions. Handouts
Ex.4 p.17. Discussion task (expressing with task
opinion). CD 1.13
Ex.5 p.17. Role-play.

Exercise 3. Describe yourself. Be

honest!. Use multi-part verbs and two or
three
Key Words to write about yourself.
Ex I’m shy. I get on well with people I
know but I don’t like meeting new
people
Learners Mutual
LISTENING. choose the avaluation
1. Choose one of the chocolates. Then statements
listen to the radio programme.
Do you agree with the description of
your personality?

2. Listen to the descriptions of a girl and

decide if the statements are true or false
1. Lucy sometimes changes the
 colour of her hair.
2. She is good-looking as a model.
3. One of her favourite hobbies is
walking
4. She is a person that her friends
can rely on.
5. She coud work harder at school if
she wanted.
6. The best time of the day for her is
the morning.
7. She is very organized and tidy.
8. She is a friendly, outgoing person

Self-assessment: Students check their

answers
End REFLECTION Self-
5 min Name 3 things: assessment
-you learnt;
-that were difficult;
-that you want to know.
Hometask: WB p.12
Saying goodbye

LESSON 10 School: Stavropolka Secondary School

Unit : Hobbies and qualities
Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: The role of hobbies in people lives

Learning objectives 9.2.2.1 understand most specific information in unsupported extended

talk on a wide range of general and curricular topics
9.4.2.1 understand specific information and detail in texts on a range of
familiar general and curricular topics, including some extended texts
9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
about an increased range of general topics, and some curricular topics
9.1.9.1 use imagination to express thoughts, ideas, experiences and
feelings
Lesson objectives All learners will be able to
enlarge vocabulary of appearance and character with some support
develop listening skills for the specific information through matching
with some support
Most learners will be able to
enlarge vocabulary of appearance and character with a little support
develop listening skills for the specific information through matching
with a little support
Some students will be able to
 enlarge vocabulary of appearance and character with a little or no
support
develop listening skills for the specific information through matching
with a little or no support
Criteria improve their reading skills for the detail through filling in the gaps
with a little or no support
Previous lesson Appearance and character
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining Org. moment Greeting Verbal
5 min GREETING LEARNERS evaluation PPT
T. introduces the topic and Lesson
Objectives
Lead-in
Show Describing people on the board and Learners
add two headings: Appearance and do the task
Character. Under Appearance write tall,
and under Character write shy. Put Ss
into groups and tell them to list as many
words as they can under each heading.
Give Ss time to make their lists, then ask
volunteers to write their ideas on the
board. Review spelling and practice
pronunciation.
Middle LISTENING
30 min Pre listening Learners Individual PPT
Put Ss into pairs. Tell them to take turns listen and avaluation
choosing a word from their list of try to
appearance column and then defining it identify the
to their partner. Their partner must listen correct
and try to identify the correct word from word from
the list. Give an example to start the off: the list.
It’s the opposite of short. Accept long,
and then tell Ss to continue in pairs.
While listening
Tell Ss that they will listen to two Learners Mutual Handout 1
students talking about the teachers at their read out avaluation Audio
college and while listening they should their track
match the teacher’s names to the photos. sentences,
Check the answers as a whole class while the
Post listening others take
Gve Ss a minute or two to think of a turns at
person in the class and write down a guessing
sentence about them, including one who is
physical detail and one detail about their being
character. (NB: Make it clear that described
 potentially offensive descriptions are not
acceptable!)
Ask different Ss to

READING Learners
Pre reading match
Ss are given words from the text with words with
definitions and they should match them their
with their definitions definitions
While reading
Ask Ss to read the text quickly ignoring Learners
the gaps 1-6 and tick the adjectives which match the
describe Zarena. sentences
Check answers orally or by writing them to the gaps
on the board
Post reading Learners
Ask Ss to complete each sentence using a complete
word from the story. Point out that for each
one of the gaps, they will have to form an sentence
adjective from the noun given in the text.
End Reflection Self-
5 min Students are given the checklist to assess  assessment
their own achievements in today’s classes
Hometask: Write a paragraph describing
an ideal friend
Saying goodbye

LESSON 11 School: Stavropolka Secondary School

Unit : Hobbies and qualities
Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: The role of hobbies in people lives

Learning objectives 9.S3 explain and justify their own point of view on a range of general
and curricular topics
9.R5 deduce meaning from context in extended texts on a range of
familiar general and curricular topics
9.W5 develop with support coherent arguments supported when
necessary by examples and reasons for a range of written genres in
familiar general and curricular topics
Lesson objectives All learners will be able to:
Plan, write and edit a summary of an interview about an older person's
youth with support.
Most learners will be able to:
Plan, write and edit a summary of an interview about an older person's
youth with minimal support.
Some learners will be able to:
 Plan, write and edit a summary of an interview about an older person's
youth without support.
Criteria Provide a point of view in conversations and discussions.
Identify the meaning and details of the reading texts on familiar topics
and draw conclusion by reasoning.
Evolve arguments, reasons, and evidence for a limited range of written
genres.
Previous lesson The role of hobbies in people lives
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining Org. moment Greeting Mutual
5 min GREETING LEARNERS avaluation
The teacher sets the lesson objectives,
letting students know what to anticipate
from the lesson.
Warm up.
With books closed, write My teenage
Learners
years on the board and elicit or explain discuss
the meaning.
Elicit ideas that SS associate with
being a teenager and some things that
define and unify a group of people who
are teenagers in the same decade.
If SS are struggling give them some
categories and decades and brainstorm
associations, for example, fashion and
fair styles in the 1980s, music in the
1960s, exciting new technology in the
1990s.
Middle Students are divided into groups of Learners Verbal Board
30 min three or four, Teacher asks them to complete it evaluation Projector
compare how they filled in their sheet individually. Internet
and students should tell each other
about any experiences they have had Video and
doing activities, explaining why they images
would or would not like to try them. Handouts
(again) with task
The students who have put ticks in the
third column should explain what
teaching advice they would give
students in their group who want to
learn about that activity

Variation Learners
Students work in pairs and fill in the answer the
sheets for each other by asking each questions
 other questions about which of the
activities they have tried and which
they would like to try, etc. Encourage
students not just to tick the boxes but to
explain the reasons for their answers
Learners Individual
Ex.1 p.19. Communicative reading. follow the avaluation
Matching questions with extracts. instructions
Ex.2 p.19. Find someone who...
SS develop questions about the topic.
Interview. Taking notes.
Summarizing.
Illustration.
Ex.3 p.19. Giving presentation.

End Self-assessment. Self-

5 min “Five”. Children draw a picture of their assessment
hand and write the most important
things about the lesson on each finger.
The thumb - something interesting, the
index finger - something difficult, the
middle one - something that was not
enough, the ring finger - the mood, the
little finger - the suggestions.
Hometask: WB p.13
Saying goodbye

LESSON 12 School: Stavropolka Secondary School

Unit : Hobbies and qualities
Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: Case study

Learning objectives 9.2.2.1 Understand most specific information in unsupported

extended talk on a wide range of general and curricular topics
9.3.3.1 Explain and justify their own point of view on a range of
general and curricular topics
Lesson objectives All learners will be able to:
Recognize and use vocabulary
Identify the meaning of the text
Most learners will be able to:
Analyze a text
Some learners will be able to:
Express their ideas
Criteria Identify facts and details in extended talks without support on
different topics
 Make their opinion clear for others by describing or giving
information about it and prove it
Previous lesson The role of hobbies in people lives
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining Org. moment Greeting Verbal
5 min GREETING LEARNERS evaluation
The teacher sets the lesson objectives,
letting students know what to anticipate
from the lesson.

Warm up.
Learners
To predict the content of the text do the task
Direct Ss' attention to the photographs
and give Ss a minute to read the Check
these words box.
Elicit Ss' guesses as to what the text is
about.
Play the recording, Ss listen and follow
the text in their books and check if their
guesses were correct.
Refer Ss to the Word List to look up the
words in the Check these words box.
Play the video for Ss and elicit their
comments.

Middle To read for specific information Learners Individual Presentatio

3 min Give Ss time to read the text again and read the avaluation n
answer the questions text and Handouts
Read out the Did you know? box. answer the with task
Check Ss' answers. questions CD 1.13
To read for specific information
Give Ss time to look at the text again
and formulate their answers.
Elicit answers from Ss around the class
Learners
To consolidate new vocabulary complete Mutual
Give Ss time to complete the task and the task avaluation
check their answers in their dictionaries. and check
Elicit answers from Ss around the class. their
Explain the task. Tell Ss to think about answers in
where they were during the their
accident/why they were there, etc. (e.g. dictionarie
Bethany's friend - surfing with her - a s
teenager who was at the beach with
his/her family, etc)
 Ss prepare their answers. Ask various Ss
around the class to describe their
experience.
a) To present vocabulary for hobbies and
equipment
Explain the task. Draw Ss' attention to
the hobbies in the pictures and the
equipment in the list and then Ss match
them.
Play the recording. Ss listen and repeat
chorally and/or individually. Check Ss'
pronunciation and intonation. To talk
about an unusual
hobby
Give Ss time to think of an unusual
hobby and then ask various Ss to share Learners
their answers with the class. make
suggestion
To practise making suggestions s, as in the
Explain the task and ask two Ss to example.
model the example exchange
Have Ss work in pairs and make
suggestions, as in the example.
Monitor the activity around the class and
then ask some pairs to make suggestions
in front of the class.
End Reflection Self-
5 min Self-assessment. KWL assessment
Hometask: WB p.12
Saying goodbye

LESSON 13 School: Stavropolka Secondary School

Unit : Hobbies and qualities
Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: Case study

Learning objectives 9.2.2.1 Understand most specific information in unsupported

extended talk on a wide range of general and curricular topics
9.3.3.1 Explain and justify their own point of view on a range of
general and curricular topics
Lesson objectives All learners will be able to:
Recognize and use vocabulary
Identify the meaning of the text
Most learners will be able to:
Analyze a text
Some learners will be able to:
 Express their ideas
Criteria Identify facts and details in extended talks without support on
different topics
Make their opinion clear for others by describing or giving
information about it and prove it
Previous lesson The role of hobbies in people lives
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining GREETINGS Greeting Verbal
5 min Warm up evaluation
Word Association
This must be one of the oldest ESL
warm-up activities, but sometimes the
simplest ideas turn out to be Learners do
surprisingly effective and word games the task
don’t get any simpler than word
association. Give an initial word, for
example, banana and each student
takes it in turns to say a word which
they associate with the previous word.
If the connection isn’t obvious,
challenge the student to justify their
choice.
banana – monkey – zoo – tourists –
hotel…
Middle Open class discussion Learners Mutual
30 min Teacher asks the following questions answer the avaluation
What are some unusual hobbies for questions
humans?
What is the most unique hobby one can
have?
Can you list some of the most unusual
hobbies of people you came across in
your life?

Listening
Teacher shows a photograph of a Learners Individual
chimpanzee and Jane Goodall. Teacher should avaluation
elicits questions about the picture to write out
engage your learners’ interest. adjectives
Who is the woman in the photograph? and idioms
What is her job?
Jane Goodall, a woman who went to
Africa at the age of 26 to work with
chimpanzees. Jane Goodall is a
primatologist most known for her long-
 term study of wild chimpanzees in
Tanzania. The Gombe chimp
observation, which Jane began in 1960,
is the world’s longest running
continuous wildlife research project.
Teacher shows the video of Jane
Goodall and while listening (10
adjectives: frail, young, new, exciting,
intellectual, natural, little, daily, single,
hard and 2 idioms: to be tough as nails,
a walking angel) Check the answers
with the class.
After watching the video in their Learners Mutual
copybooks Students should write a write a avaluation
summary of Jane’s life and work using summary of
all adjectives and idioms. After writing Jane’s life
their summary Students swap with their and work
copybooks and check how their using all
partner’s summary is close to the adjectives
original text. In order to check you can and idioms.
print the original text.

Use of English Learners do

Gerund and infinitive some
Teacher explains the use of these exercises to
grammar and Students do some practice
exercises to practice
End Reflection Self-
5 min Self-assessment. KWL assessment
Hometask: WB p.12
Saying goodbye

LESSON 14 School: Stavropolka Secondary School

Unit : Hobbies and qualities
Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: Unit Revision

Learning objectives 9.L8 begin to recognise inconsistencies in argument in extended talk

on a growing range of general and curricular subjects
9.S7 use appropriate subject-specific vocabulary and syntax to talk
about a wide increased range of general and curricular topics
9.UE3 use a variety of compound adjectives and adjectives as
participles and a variety of comparative structures to indicate degree
on a range of familiar general and curricular topics
9.UE9 use appropriately an increased variety of active and passive
simple present and past forms and past perfect simple forms in
 narrative and reported speech on a range of familiar general and
curricular topics
Lesson objectives All learners will be able to:
Reproduce taught material in listening, speaking, writing.
Most learners will be able to:
Demonstrate learned grammar and vocabulary about hobbies and
qualities with sure.
Some learners will be able to:
Use taught vocabulary and grammar with accuracy.
Criteria Find claim, reasons and evidence in the text to recognise
inconsistencies in argument.
Provide a point of view in conversations and discussions.
Apply the rule for compound adjectives and adjectives as participles in
practice.
Apply correctly active and passive simple present and past forms and
past perfect simple forms in the context.
Descriptor. A learner:
analyses the information in the text and gives the right answers.
presents his/her information to the class.
uses the learned rule and divides adjectives into the right columns.
fills in the sentences according to the grammar rule.
Previous lesson Case study

Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining Greeting.
10 min The teacher greets the students. Then, Individual PPT slides
Teacher shows the lesson and learning avaluation 1-3
objectives.

Led-in
Teacher elicits the leisure activities
from the sheet and writes them on the
board. Alternatively, teacher could
dictate them to the students.

Warm-up
Teacher asks to write down each of the Learners
activities in one of the following write down
categories: Outdoor activities, each of the
Indoor pastimes, Arts and Crafts. activities in
As a whole class, Teacher compares one of the
how students classified the activities categories
and asks them to justify any choices
that were different from suggestions
above.
 Middle Ex.1 p.18. Word formation activity. Learners Mutual Board
25 min follow the avaluation Projector
Ex.2 p.18. Odd one out. instructions Internet
and do the
Ex.3 p.18. Filling in the blanks. exersices Video and
images
Ex.4 p.18. Multiple choice task. Handouts
with task
Ex.5 p.18. Opening the brackets. CD 1.14

Ex.6 p.18. Matching task.

Ex.7 p.18. Focus listening. Justifying

true/false statements with reference to
the text.

End Self-assessment. Self-

5 min Pair share assessment
At the end of a lesson learners share
with their partner:
Three new things they have
learnt:
 What they found easy
 What they found difficult
 Something they would like to
learn in the future.
Hometask: SB p.19
Saying goodbye

LESSON 15 School: Stavropolka Secondary School

Unit 2: Exercise and sport
Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: Exercise and sport

Learning objectives 9.L8 begin to recognise inconsistencies in argument in extended talk

on a growing range of general and curricular subjects
9.S3 explain and justify their own point of view on a range of general
and curricular topics
9.UE13 use a variety of modal forms for different functions and a
limited number of past modal forms including should/ shouldn’t have
to express regret and criticism on range of familiar general and
curricular topics
Lesson objectives All learners will be able to:
Recognize and use nouns and verbs related to the health benefits of
exercise. Do a health and exercise quiz.
Produce sentences with could, can, will be able to to talk about ability
in the past, present and future with support.
Most learners will be able to:
Express ideas about exercise and sport.
Produce sentences with could, can, will be able to to talk about ability
and possibility with minimal support.
Some learners will be able to:
Demonstrate the ability to produce sentences with could, can, will be
able to without support.
Criteria Find claim, reasons and evidence in the text to recognise
inconsistencies in argument.
Provide a point of view in conversations and discussions.
Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences.
Apply modal verbs for different purposes.
Previous lesson Unit Revision
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining Organizational moment Video
15 min The teacher sets the lesson objectives, http://
letting students know what to anticipate www.yout
from the lesson. ube.com/
watch?
Warm –up v=xMVAv
Teacher writes sports personalities, Learners M82xdg
sports teams, and minor sports on the guess the
board and explains that these phrases are topic of the
related to the topic of the lesson. lesson.
Teacher introduces the lesson objectives
in a simplified manner.

Focus on speaking
Presentation
Teacher shows a video about How to Say
the names of Summer Olympic Sports.

Discussion
Teacher asks students some questions: Learners Mutual
What are the Summer Olympic Sports in answer the avaluation
Kazakhstan? questions
What are they in other countries? and discuss
What kinds of sports mentioned in the
video are popular among teenagers of
 your age?
Why do you think they are so popular?
etc.
Middle Ex.1 p.20. Conveying the meaning of new Learners Verbal Board
22 min words. Classifying words. follow the evaluation Projector
instruction Internet
Ex.2 p.20. Collocation tables. s Presentatio
n
Ex.3 p.20. Discussing questionnaire. Video and
Predicting based on the True/False images
questions. Handouts
Checking SS's answers. with task
CD 1.15
Ex.4 p.21. Matching task. Ranking
discussion.

Ex.5 p.21. Substitution drill (Blank- Individual

filling). avaluation

Ex.6 p.21. Information transfer.

Ex.7 p.21. Structure-based substitution.

Communication drill.
Extra task. Making sentences.

End Reflection Self-

5 min At the end of the lesson, learners reflect assessment
on their learning:
3 new words they learnt
2 activities helped the most
1 challenge (difficulty) they experienced
Hometask: WB p.14.
Saying goodbye

LESSON 16 School: Stavropolka Secondary School

Unit 2: Exercise and sport
Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: Causes and types of sport injuries
SA
Learning objectives 9.S3 explain and justify their own point of view on a range of general
and curricular topics
9.R2 understand specific information and detail in texts on a range of
familiar general and curricular topics, including some extended texts
9.UE1 use a growing variety of abstract compound nouns and
complex noun phrases on a range of familiar general and curricular
 topics
Lesson objectives All learners will be able to:
Comprehend the text about exercise as a cure.
Recognize and use noun suffixes.
Most learners will be able to:
Interpret a text about exercise and health.
Some learners will be able to:
Express their opinions on exercise as an alternative medical treatment
with fluency building extended sentences.
Criteria Provide a point of view in conversations and discussions.
Identify particular information and details in reading passage.
Apply some abstract nouns and complex noun phrases in the context.
Previous lesson Exercise and sport
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining Lead –in Greeting
5 min Teacher asks students if they have ever
taken part in any strange sports or games.
Are there any unusual sports which are
popular in their country but not common Learners
in other places? answer
Teacher introduces lesson objectives

Middle Pre- teaching vocabulary Learners Individual

10 min (slope, sand dunes, weave, remote match the avaluation
location, piggyback, trophy) pictures
Teacher asks students to (Handout 1). with the
Students individually do the task and definitions
compare the answers in pairs. Teacher
checks the answers and elicits the new
words (PPT) Students put down the new
words in their vocabulary note-books.
Teacher drills the words (if it is
necessary).
Learners Mutual
Reading for details read the avaluation
Students read the text again to answer the text to
questions in exercise b. Teacher monitors answer the
and helps weak students with unknown questions
words. Students compare their answers in in exercise
groups of three or in pairs. Teacher leads
open class feedback for checking the
answers.
Speaking Learners Verbal
Students in a group of 4 discuss the answer the evaluation
questions: Which of these sports would questions
 you like to try most? Teacher monitors
and leads selective open class feedback
by asking some students to share their
answers with others.(differentiation by
support)

SA LISTENING Learners Individual Transcript

20 min Task 1. Listen and circle the best answer listen and avaluation https://
A, B or C. Go to this link to listen: circle the www.yout
1. Which country is the final destination best ube.com/
for the Street Soccer tour? answer watch?
2. You need to be mentally and physically time_conti
fit to play street soccer. nue=1&v=
3. The Amsterdam players aren’t very dBNIrt0-
good at street soccer. wK8
4. How many games did the street
legends win in Amsterdam?
5. Edgar David used to play football for
the Netherlands.
6. Which city are the Street Legends
heading to the next?

SPEAKING
Task 2. Express your opinion about the
issue in your card and give reasons. You Learners
have 1 minute to prepare and 1 minute to talk with
talk about it. partner

End FEEDBACK: Your impression! Self-

5 min Sts write their impression of the whole assessment
unit and share ideas with their classmates.
3 – new words you have taught at the
lesson;
2 – adjectives to describe the lesson
1 – one activity you like
Hometask:
Saying goodbye

LESSON 17 School: Stavropolka Secondary School

Unit 2: Exercise and sport
Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: Causes and types of sport injuries

Learning objectives 9.S3 explain and justify their own point of view on a range of general
and curricular topics
9.R2 understand specific information and detail in texts on a range of
 familiar general and curricular topics, including some extended texts
9.UE1 use a growing variety of abstract compound nouns and
complex noun phrases on a range of familiar general and curricular
topics
Lesson objectives All learners will be able to:
Comprehend the text about exercise as a cure.
Recognize and use noun suffixes.
Most learners will be able to:
Interpret a text about exercise and health.
Some learners will be able to:
Express their opinions on exercise as an alternative medical treatment
with fluency building extended sentences.
Criteria Provide a point of view in conversations and discussions.
Identify particular information and details in reading passage.
Apply some abstract nouns and complex noun phrases in the context.
Previous lesson Exercise and sport
Plan
Planned Planned activities Learners’ Evaluation Resource
timings activities s
Begining GREETING Verbal
5 min A teacher explains the lesson objectives evaluation
in a simplified form.

Optional lead-in
Ask students what parts of the body can Learners
be used as a noun with ache. Mime and mime and
elicit the following sentences. elicit the
I have a headache. following
I have a stomach-ache. sentences.
I have backache.
I have toothache.
I have earache.
Middle Focus on vocabulary Learners Mutual
30 min T: Ask students to read about the two follow the avaluation
situations and work out the meaning of instructions
the highlighted words, then decide
which they think is correct answer for
each situation
Ask students what they think the
highlighted words mean, and explain/
translate/ mime or show from the
illustrations.

Focus on reading:
Pre-reading
Teacher elicit the meaning of the
following words:
 first aid-simple medical treatment that is
given to smb. before a doctor comes;
stuck-being trapped in something;
desperately-in a way that shows despair;
giggle-laugh lightly and repeatedly in a
silly way.

Reading: Learners
Divide students into pairs A, B. Ask read an Individual
them to read an article about two people article and avaluation
who found themselves involved in life death
and death situations. A read the first situations
article and B read the second

Post-reading:
Students take turn to tell each other their
story and explain .
1 what the situation was.
2 what the person who was giving first
aid did.

Focus on listening:
Give students listen to track one and ask Learners do Verbal
them if anybody heard 1. the name of the task evaluation
technique Trisha used (the Heimlich
manoeuvre-teacher may need to write it
on the board), and also
2. where Trisha learnt first aid from and
what she thinks about learning first aid.
End REFLECTION Self-
5 min At the end of the lesson, learners reflect assessment
on their learning:
3 new words they learnt
1 challenge (difficulty) they experienced
Hometask: Think about the situation you
have ever been and write about your
experiences of first aid in 100-120
words.
Saying goodbye

LESSON 18 School: Stavropolka Secondary School

Unit 2: Exercise and sport
Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: Causes and types of sport injuries
Learning objectives 9.4.2.1 understand specific information and detail in texts on a range of
familiar general and curricular topics, including some extended texts
9.5.2.1 write independently about factual and imaginary past events,
activities and experiences on a range of familiar general and curricular
topics
Lesson objectives All learners will be able to:
revise types of sports for each letter of the alphabet;
read a text on kids’ types of sports that they most and less like;
differentiate the use of words “go, play and do” which go with sport
types;
write about their own favourite sports and the sports they do not like.
Criteria Reading:
S can fill in the list with appropriate words;
S can define if the sentences are true or false.
Writing:
S uses sport vocabulary;
S writes with grammar accuracy;
S can explain the reason why he/she likes or dislikes some types of
sports.
Previous lesson Causes and types of sport injuries
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining Greeting
5 min Setting the aim of the lesson
Warm-up
Vocabulary building https://
Teacher distributes handouts to SS and Learners Verbal www.allthin
asks to complete it with sport types. SS complete the evaluation gstopics.co
work in groups. Teacher explains that chart m/uploads/
all of the words must begin with the 2/3/2/9/2329
letter of the alphabet given and some 0220/az-
letters may have many different exercise.pdf
answers, while others may not have an
answer.

Differentiation:
Less-motivated SS can use dictionaries
to complete the chart.

Middle READING Learners Individual

30 min Put up the 6 different texts up on the work alone avaluation https://
walls around the room. to complete en.islcollecti
Give each student a worksheet with a the table. ve.com/
task. resources/
Students can go to any reading. printables/
Encourage students to spread out. worksheets_
 At the end, the teacher asks random doc_docx/
questions about the content to check kids_and_sp
student understanding. orts_key/
Example: Why does Sally hate Learners fill Mutual present-
gymnastics? in the list avaluation simple-
Teacher should check the task of any with sports/
fast finishers and make them correct appropriate 39608
mistakes. words;
Task 1. Fill in: go, play or go define if the PPT
Task 2. Tick off – true or false? sentences
Differentiation: Fast finishers are are true or
asked to write more examples to the list false.
of words with “go, play or go”.

True/False according to the text.

Teacher reads the sentences if it is True
Ss stand up if it is False Ss keep sitting. Learners do
the task
Post-reading. Writing
Teacher asks SS to write about their Individual
favourite sports and the sports they Learners avaluation
don’t like. write about
Differentiation: their
Less-motivated SS are given key words favourite
and phrases to follow in writing task. sports
Assessment criteria:
S uses sport vocabulary;
S writes with grammar accuracy;
S can explain the reason why he/she
likes or dislikes some types of sports.
Peer assessment. SS evaluate each
other’s works according to the criteria
given.
End Feedback Self-
5 min At the end of the lesson, learners reflect assessment
on their learning:
What has been learned
What remained unclear
What is necessary to work on
Hometask: WB p.18
Saying goodbye

LESSON 19 School: Stavropolka Secondary School

Unit 2: Exercise and sport
Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: Describing an exercise

Learning objectives 9.1.3.1 respect differing points of view

9.4.9.1 recognise inconsistencies in argument in extended texts on a
range of general and curricular topics
9.3.3.1 explain and justify their own point of view on a range of
general and curricular topics
Lesson objectives Explain and justify their own point of view
Understand strategies to complete the task effectively
Compare given statements with the fact from the text
Give feedback on their academic performance
Criteria Students achieve the learning objectives if they are able to:
Explain and justify their own point of view
Understand strategies to complete the task effectively
Compare given statements with the fact from the text
Give feedback on their academic performance
Previous lesson Causes and types of sport injuries
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining Warm-up: Individual Power
5 min Students make a list of benefits of doing avaluation Point Slide
sport
Discussion:
Teacher shows a picture of healthy and Learners
happy family, students try to predict the discuss
topic of the lesson
Teacher shows the quotation “Healthy
and happy parents make healthy and
happy children” (Dr. Miriam Stoppard)
Students answer the questions:
What is the meaning of the quote?
Do you agree or disagree with it? Why?

Middle Pre-reading activity: Learners Mutual

30 min Students skim the texts and answer the answer the avaluation
question: questions
What the text is about?
How does obesity affect posterity’s
health?

While-reading activity: Learners Verbal

Students complete T/F/NG questions complete evaluation
the task
NOTE: Before starting of reading
process teacher can organize the
discussion on this kind of tasks pointing
some tips and strategy of effectiveness.
 Possible Strategy: Learners
• Always read the instructions carefully read and Individual
and make sure you know if it is a match avaluation
TRUE/FALSE/NOT GIVEN or /FALSE/
YES/NO/NOT GIVEN question. NOT
• Read all the statements carefully, GIVEN or
trying to understand what the whole YES/NO/N
sentence means rather than simply OT GIVEN
highlighting keywords. Watch out for question.
qualifying words such as some or
always.
• Try to think of what synonyms might
be in the text. This will help you identify
the matching part of the text.
• Match the statement with the correct
part of the text.
• Focus on the statement again and then
carefully read the matching part of the
text to establish if it is true or false.
Remember the meaning should exactly
match that of the statement if it is true.
• Underline the words that give you the
answer, this will help you focus and you
can check back later. Again, be careful
there are no qualifying words in the text.
• If you can’t find the answer, mark it as
‘not given’ and move on to the next
question.
• If you are really unsure or can’t find
the answer, mark it as ‘not given’.

Post-reading:
Whole class discussion on the answers.
Students prove their answers.

End Feedback Self-

5 min Teacher shows the quotation again, assessment
students discuss on its meaning giving
examples from the text
Hometask: write a list of exercises that
helps improve health
Saying goodbye

LESSON 20 School: Stavropolka Secondary School

Unit 2: Exercise and sport
Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: Describing an exercise

Learning objectives 9.L5 recognise the opinion of the speaker(s) in unsupported extended
talk on a wide range of general and curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk
about a wide increased range of general and curricular topics
9.UE13 use a variety of modal forms for different functions and a
limited number of past modal forms including should/ shouldn’t have
to express regret and criticism on range of familiar general and
curricular topics
Lesson objectives All learners will be able to:
Develop their listening skills in the context of people exchanging
opinions.
Recognize key phrases for exchanging opinions.
Use should, must, have to express obligation, advice, prohibition.
Most learners will be able to:
Create their own dialogues based on the given situations.
Some learners will be able to:
Perform situations exchanging opinions with other people without
support.
Criteria Identify the position of speakers in an extended talk with some support.
Demonstrate the ability to participate in a conversation.
Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences.
Apply modal verbs for different purposes.
Previous lesson Describing an exercise
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Beginin Organizational moment Greeting
g Greet learners and introduce the lesson
5 min objectives in a simplified manner. PPT
Warm-up activity
The following activity is a variation of the Learners do
well-known 'broken telephone'. Tell the task
students to stand up and make a circle.
Whisper a sentence in English to a
student. That student then whispers it to
another and so on until the last student
has to say aloud what was said originally
referring to the original person (teacher).
Middle Pre-exercise Learners Individual
30 min Prepare students for the activity by giving complete avaluation
them the printed worksheets. They need the
to complete the exercises a, b and c exercises
Ask them to make these sentence in a
 reported speech form:
'It's a marvellous show.' The Daily Mail
'You'll love it.' The Guardian

Exercise:
Differentiation
Less able students Mutual
A, a comedy show called 'Don’t Look Learners avaluation
Now!' has just closed after five years in follow the
London's West End. Here's what the instructions
critics said when it opened five years ago.
Now report what the critics said.
B- Complete each sentence by reporting
what was said to you yesterday. Use
'said’ and change the tense in the reported
speech.

Post-Exercise:
Now, tell students to read their sentence
one by one. First, ask if there are any
volunteers who would like to read the
first sentence. If there aren’t any, ask one
of the more able students to start reading.
(Check with the answers on the last page
of the worksheet)

Assessment suggestion
Self –assessment
I learnt at least 5 new words and can use
them in sentences.
I can use the structure reported speech in
speaking as well as in writing
I can talk about sports at least 3 minutes
End Feedback Self-
5 min At the end of the lesson, learners reflect assessment
on their learning:
What has been learned
What remained unclear
What is necessary to work on
Hometask: Make your own personalized
version of the poster for healthy lifestyle.
Saying goodbye

LESSON 21 School: Stavropolka Secondary School

Unit 2: Exercise and sport
Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: Describing an exercise

Learning objectives 9.W3 write with moderate grammatical accuracy on a growing range
of familiar general and curricular topics
9.W5 develop with support coherent arguments supported when
necessary by examples and reasons for a range of written genres in
familiar general and curricular topics
Lesson objectives Use “Present Simple Passive” while writing an article about sports
Write an article with a subject-specific vocabulary
Criteria A learner can understand and use new words on sports in their writing
A learner can use “am/is/are + Ved” correctly
A learner can share his or her personal experience about sports.
Previous lesson Describing an exercise
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining Organizational moment Greeting
5 min Teacher greets learners and introduces
the lesson objectives in a simplified
manner.
Teacher sets positive atmosphere by
asking some questions.
2. Warm –up. “Hot potato”
Game play Learners play
Teacher arranges students in a circle a game
and gives a small ball, they throw the
ball to each other answering the
questions of the teacher. The player
who is holding the “hot potato” more
than 5 seconds leaves the game. The
game continues until one player is left
— that player is the winner.
Middle Teacher shows questions related to the
30 min topic of the lesson. Verbal
Do you like doing sports? Learners try evaluation
What kind of sports are popular in our to guess
country?
Teacher comes back to the learning
objectives and discusses them with
students. Teacher shows students
pictures of sports and places of doing
sports and let them guess their names.
Grammar
Teacher explains the structure of Learners do Mutual
Present Simple Passive exercises avaluation
“am/is/are+V3/ed” by showing the
video about it and then writes the
 following example on the board.
I am invited to the party by Tom.
Teacher can ask some Concept Checking
Questions to check if learners could understand
how to use the structure “am/is/are+V3/ed”.
Remember, students should answer the
questions. Teacher only asks checking questions.
Checking questions Answer
1 Am I doing something at No
the moment?
2 Did I invite someone? No
3 Did someone invite me? Yes

Writing
Teacher asks students to write their
own composition on a different sport
and gives students subject-specific
vocabulary (slide 8 ) Learners Individual
Make students use the steps below to write avaluation
help them: composition
First 1-2 sentences: Introduce the topic on a different
Main body: Positive and Negative sport
points
Last sentence: Expressing opinion
Assessment suggestion
Self –assessment
I learnt at least 5 new words and can
use them in sentences.
I can use Present Simple Passive in
writing as well as in speaking
I can write about sports at least 3
sentences
End At the end of the lesson, learners reflect Self-
5 min on their learning: assessment
3 new words they learnt
2 activities helped the most
1 challenge (difficulty) they
experienced
Hometask:
Saying goodbye

LESSON 22 School: Stavropolka Secondary School

Unit 2: Exercise and sport
Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: Critical analysis of World Sports
Learning objectives 9.2.1.1 Understand the main points in unsupported extended talk on a
wide range of general and curricular topics
9.3.7.1 Use appropriate subject-specific vocabulary and syntax to talk
about an increased range of general topics, and some curricular topics
Lesson objectives All learners will be able to:
discuss the importance of Olympic Games sport on an individual level
and in an international context;
identify the meaning and use vocabulary in the context of sport;
narrate about one’s life and achievements;
Criteria Tells the main points of the film;
Uses new vocabulary;
Has clear pronunciation;
Speaks fluently;
Makes a few grammar mistakes.
Previous lesson Describing an exercise
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining Setting the lesson objectives Learners repeat https://
5 min Warm up the actions after www.yout
Students do physical exercises the teacher and ube.com/
accompanied with music. Teacher memorise the watch?
encourages SS to perform the vocabulary v=L_A_Hj
workout correctly. used. HZxfI&t=7
25s
Middle Pre-listening Verbal
30 min Teacher holds an open class Learners answer evaluation
discussion on the following the questions
questions:
What characteristics does an athlete
need to become an Olympian?
What do you think the life of an
Olympian is like?
Afterwards Teacher shows the
picture of Usain Bolt and asks if they Learners watch Mutual
know about this sportsman and how a short film avaluation
many Olympic medals he won in based on the life
total? of Usain Bolt
called “The boy
Listening and speaking. Watching who learned to
a short film fly”.
They should retell the story to each
other.
Differentiation
Less motivated SS are asked to tell
the story in details how he became a
great athlete. They are given key
 words to use in their speech.
More motivated SS should tell the
internal struggle which Usain
experienced and how he overcame
his fears.

Mini-project work: Invent an Learners create Individual

unusual sport a new sport avaluation
Teacher divides the students into mixing some
three groups and explains the other sports and
instructions of a project work. choose the rules
Students in their groups create a new and the
sport mixing some other sports and equipment for
choose the rules and the equipment their sport.
for their sport. They fill out the chart
(Handout 2) and make a poster (A3
paper and markers). Teacher
monitors and helps with vocabulary
and language. (differentiation by Learners Mutual
support) presents their avaluation
sport with a
Presentation of a poster poster
Each group presents their sport with
a poster and convince other students
that it would be a useful and fun
sport to try. Students choose the best
sport at the end and give constructive
feedback to each others’ project
work. Teacher takes notes of mostly
repeated mistakes (grammar,
pronunciation, etc.)
End Exit ticket (reflection) Self-
5 min Before the leaving the class students complete assessment
the exit card.
Exit ticket
Three things you have
learnt..................................................
Two things you still want to
know...........................................
One question you still
have .................................................

Hometask: to watch it for home

assignment again and write a
summary of the story it tells.
Saying goodbye

LESSON 23 School: Stavropolka Secondary School

Unit 2: Exercise and sport
Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: Critical analysis of World Sports

Learning objectives 9.S7 use appropriate subject-specific vocabulary and syntax to talk
about a wide increased range of general and curricular topics
9.R6 recognise the attitude or opinion of the writer in extended texts
on a range of familiar general and curricular topics
9.W5 develop with support coherent arguments supported when
necessary by examples and reasons for a range of written genres in
familiar general and curricular topics
9.W6 write coherently at text level using a variety of connectors on a
growing range of familiar general and curricular topics
Lesson objectives All learners will be able to:
Comprehend the general writing structure of a discussion essay.
Recognize and use key phrases for a discussion essay.
Most learners will be able to:
Write a discussion essay using writing guide.
Some learners will be able to:
Express their ideas in writing a a discussion essay without support.
Criteria Use topic appropriate words in justifying their point of view.
Interpret the information to identify the author’s attitude and opinion.
Evolve arguments, reasons, and evidence for a limited range of written
genres. Connect sentences into paragraphs with basic connectors and
linking words.
Previous lesson Critical analysis of World Sports
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETINGS
5 min The teacher sets the lesson objectives,
letting students know what to anticipate
from the lesson.
Warm up.
With books closed, write footballer's Learners Verbal
salaries on the board and elicit the learn how to evaluation
meaning. Ask: Do you think footballers present
should be paid a lot of money for what arguments for
they do? Elicit some opinions. and against in
Write For and Against on the board and a discussion
list arguments under the two headings essay.
as SS give them.

Middle Use of English Learners put Individual

30 min ADVERBS AND ADVERB adverbs and avaluation
PHRASES: POSITION adverb
 1. The front position of the clause is the phrases at the
first item in the clause: front, in the
2. The end position of the clause is the middle or at
last item in the clause: the end of a
3. The mid position is between the clause.
subject and the main verb:
4. Where there is more than one verb, Learners
mid position means after the first make their
auxiliary verb or after a modal verb: own
5. In questions, mid position is between sentences
the subject and the main verb:

COMPARATIVE AND
SUPERLATIVE ADVERBS Mutual
With adverbs ending in -ly, you must Learners avaluation
use more to form the comparative, and use more to
most to form the superlative. form the
EXAMPLES: 1) The teacher spoke comparative,
more slowly to help us to understand. and most to
2) Could you sing more quietly please? form the
With short adverbs that do not end in - superlative.
ly comparative and superlative forms
are identical to adjectives: add -er to
form the comparative and -est to form
the superlative. If the adverb ends in e,
remove it before adding the ending.
EXAMPLES: 1) Jim works harder than
his brother. 2) Everyone in the race ran
fast, but John ran the fastest of all.
Some adverbs have irregular
comparative and superlative forms.
EXAMPLES: 1) The little boy ran
farther than his friends. 2) You're
driving worse today than yesterday! 3)
He played the best of any player.
End REFLECTION Self-
5 min At the end of the lesson, learners reflect assessment
on their learning:
3 new words they learnt
2 activities helped the most
1 challenge (difficulty) they
experienced
Hometask: WB p.19
Saying goodbye

LESSON 24 School: Stavropolka Secondary School

Unit 2: Exercise and sport
Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: Critical analysis of World Sports

Learning objectives 9.4.6.1 Recognise the attitude or opinion of the writer in

extended texts on a range of familiar general and curricular
topics
9.4.9.1 Recognise inconsistencies in argument in extended texts on a
range of familiar general and curricular topics
9.5.5.1 Develop with support coherent arguments supported when
necessary by examples and reasons for a wide range of written
genres in familiar general and curricular topics
Lesson objectives All learners will be able to:
Comprehend the general writing structure of a discussion essay.
Recognize and use key phrases for a discussion essay.
Most learners will be able to:
Write a discussion essay using writing guide.
Some learners will be able to:
Express their ideas in writing a a discussion essay without support.
Criteria Identify the opinion of the writer in extended texts
Identify inconsistencies in arguments in extended texts
Write coherent paragraphs supported with arguments and reasons
Previous lesson Critical analysis of World Sports
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining Organizational moment Greeting
5 min Teacher greets learners and
introduces the lesson objectives in a
simplified manner.
Teacher lets students guess what
today’s theme might be by looking at
the slide share

2. Warm –up. “Hot potato”

Game play
Teacher arranges students in a circle Learners play
and gives a small ball, they throw the a game
ball to each other answering the
questions of the teacher. The player
who is holding the “hot potato” more
than 5 seconds leaves the game. The
game continues until one player is
left — that player is the winner.

Middle READING Learners read Verbal

30 min Task 1. Read the text. Keep events the text. Keep evaluation
 in order. Number the statements events in
below 1, 2 and 3 to show the order order.
in which the events took place.
a. The snow sculptures remain on
view as long as the cold weather
lasts.
b. Well-packed blocks of snow the
size of a small room are ready for
each team.
c. Teams of three or four people
work day and night to complete their
sculptures in time.
Mutual
Task 2. Read the text again. Make Learners avaluation
correct inferences. Two of the make correct
statements below are correct inferences.
inferences, or reasonable guesses.

WRITING Individual
Task 3. Choose ONE of the topics Learners write avaluation
and write an article. an article to a
Topic 1. Write an article to a school
school magazine on “Sport is one magazine
way of keeping fit” using
arguments to support your opinion.
In your article you should answer the
following questions:
1. Why do people want to keep fit so
much?
2. What sports can help people to keep fit?
3. How do these sports help people?
Topic 2. Write an article to a school
magazine on “Doing sport is a way
of staying healthy” using arguments
to support your opinion.
In your article you should answer the
following questions:
1. What sports are most common in
Kazakhstan?
2. Why are they most common?
3. How do these sports help people to stay
healthy?
End REFLECTION Self-
5 min Reflection: “3-3-1” assessment
3 sentences to reflect on the lesson
3 adjectives to describe the lesson
1 word about the lesson
Hometask: SB p.28 ex.6
Saying goodbye
LESSON 25 School: Stavropolka Secondary School
Unit 2: Exercise and sport
Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: What advantages and disadvantages does involvement in
international events bring to Kazakhstan?
Learning objectives 9.S3 explain and justify their own point of view on a range of general
and curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk
about a wide increased range of general and curricular topics
9.R2 understand specific information and detail in texts on a range of
familiar general and curricular topics, including some extended texts
Lesson objectives All learners will be able to:
Recognize and use vocabulary to do with nutrition and healthy eating.
Develop their reading skills in the context of healthy eating.
Most learners will be able to:
Synthesize the information from the text about healthy eating and use it
as the basis for discussion.
Some learners will be able to:
Express with fluency their ideas about diet and ways it could be
improved.
Criteria Provide a point of view in conversations and discussions.
Use topic appropriate words in justifying their point of view.
Find particular facts and parts in reading passage.
Previous lesson Critical analysis of World Sports

Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining GREETINGS Greeting
5 min The teacher sets the lesson objectives,
letting students know what to anticipate
from the lesson.

Warm up.
With books closed, write An apple a day Learners do
the task
keeps the doctor away on the board. Ask
SS what the proverb means.
Elicit that the proverb is not meant
literally, but suggests that if we eat
healthy foods life fruit, we will or get ill.
Ask SS whether they think their diets are
healthy. Do they think about what they
eat?
Elicit examples of healthy and unhealthy
foods.
Middle Focus on listening Learners Individual
30 min Pre-listening work avaluation
Prepare students for the activity by individually
giving them the list of useful or in pairs to
vocabulary. The list of vocabulary is complete
available in Handout 2. matching
Students should match the word with the exercise.
appropriate picture. Pictures are shown
in Slide PPT Slides 6-7.

Listening Learners Mutual

Tell students that they are going to listen answer to avaluation
to the radio interview and do the the given
exercises to practice their listening questions
skills. Students work individually. Give while
out the worksheets, one for each student. listening to
Allow time to read the questions and the track.
multiple-choice alternatives.
Answer any questions students may
have about vocabulary.

Grammar (UOE) Learners Verbal

Explain the structure of and second study evaluation
conditional with “would you?” and then grammar
write the following example on the
board.
Would you play football if it was
raining right now?
Ask some Concept Checking Questions to check if
learners could understand how to use the
structure of second conditional. Remember,
students should answer the questions.
Checking questions Answer
1 Which conditional is Second
used in the sentence? conditional
2 Is the sentence present YEs
which is impossible?
End Self-assessment. Self-
5 min Students attach assessment
their boat in the
appropriate area
of the map that
reflects their
emotions and mood after the lesson.
Hometask: WB p.20
Saying goodbye
LESSON 26 School: Stavropolka Secondary School
Unit 2: Exercise and sport
Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: What advantages and disadvantages does involvement in
international events bring to Kazakhstan?
Learning objectives 9.3.3.1 explain and justify their own point of view on a range of
general and curricular topics
9.4.2.1 understand specific information and detail in texts on a range of
familiar general and curricular topics, including some extended texts
9.5.3.1 write with moderate grammatical accuracy on a growing range
of familiar general and curricular topics
Lesson objectives express themselves using subject-specific vocabulary and syntax
brainstorm ideas, as many as possible
organize ideas during interview
Criteria A learner can understand and use new words in their speech
A learner can use subject-specific vocabulary correctly
A learner can organize ideas during interview
Previous lesson What advantages and disadvantages does involvement in international
events bring to Kazakhstan?
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining Organizational moment Greeting PPT Slide 2
5 min Teacher greets learners and introduces
the lesson objectives in a simplified
manner.
2. Warm –up. Comic Strip
Cut comic strip and give each student a Learners Handout 1
portion of it (Handout 1). Without do the task
showing their pictures to one another, PPT Slide 3
the students should attempt to describe
their image, and put the comic strip
into the correct order. After some time,
the students can predict the order. Then
show Slide 3 to know if they did it
correctly.
Middle Ask some questions for brainstorming: Learners Verbal PPT Slide 4
30 min Do you read, listen to, or watch answer the evaluation
interviews with famous people, questions
especially people from the world of
sport? Handout 2
Can you remember any details from Slide 5-6
any interview of that kind?
Come back to the learning objectives https://
and discusses them with students. www.youtu
 Focus on reading be.com/
Pre-reading (activity) watch?
Prepare students for the activity by v=hOoFlsty
giving them the list of useful Zm0
vocabulary. The list of vocabulary with Video
definitions is available in Handout 2.
Help students with the translation if
necessary.

Reading
Tell students that they are going to read Learners Mutual
an interview (Handout 3). Students answer the avaluation
work individually. Give out the questions Handout 3
worksheets, one for each student.
Allow time to read the text and
true/false questions. Answer any
questions students may have about
vocabulary. Students answer to the
given questions. Monitor and help if it
is necessary.

Grammar Learners
Explain the structure of “Passive study
Voice” by showing the video about and grammar
then writes the following example on
the board.
I am interested in hockey.
Teacher can ask some Concept
Checking Questions to check if
learners could understand how to use
the structure “Passive Voice”.
Remember, students should answer the
questions. Asks checking questions.
Learners Individual
Writing use Passive avaluation
Ask students to write 3-5 questions for Voice and
the interview using only “Passive learnt
Voice in Present tenses”. vocabulary
in their
sentences
End At the end of the lesson, learners reflect Self-
5 min on their learning: assessment
3 new words they learnt
2 activities helped the most
1 challenge (difficulty) they
experienced
Hometask: to prepare for the
summative assessment.
 Saying goodbye

LESSON 27 School: Stavropolka Secondary School

Unit 2: Exercise and sport
Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: Summative control work for the 1st term

Learning objectives 9.2.1.1 Understand the main pointsin unsupported extended talk
on a wide range of general and curricular topics
9.4.1.1 Understand the main points in extended texts on a
range of unfamiliar general and curricular topics
9.3.1.1 Use formal and informal registers in their talk on a
range of general and curricular topics
9.6.14.1 Use an increased variety of prepositions
before nouns and adjectives use a growing number of dependent
prepositions following nouns and adjectives and an
increased variety of dependent prepositions following verbs
on a range of familiar general and curricular topics
Lesson objectives Identifies the correct and incorrect information in the talk and answers
the questions. The tasks enable learners to identify the main idea
of the talk. Learners should write a text keeping the layout and
format of a given genre according to the given questions, writing
about real events connecting them into paragraphs and applying
grammar accurately.
Previous lesson What advantages and disadvantages does involvement in international
events bring to Kazakhstan?
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining GREETINGS
2 min The aim of the lesson

SA Task 1. Listen to the Sports news on Learners Individual

35 min the radio again and answer either Yes listen to the avaluation
or No for each question. Sports news
and answer
1. Did Diego Garcia play well last either Yes
year? or No for
2. Does Diego Garcia know who he is each
playing in the final? question.
3. Was the weather in France nice
today?
4. Are foreign players playing in the
golf tournament?
5. Will the Jaguar driver start in first
position in the race tomorrow?
 6. Did Chicago win today?

READING Learners
Task 1. Read the text and choose the read the text
right answer. and choose
1. The sportsman is the right
2. If you strengthen your legs, you feel answer.
as if your body has become
3. Long distance running is a good
relaxation for
Task 2.  Insert the words, according
to the text.
4. A wrestler must have many qualities
to __________ his rivals.
5. Then I decided to build up my ____.
6. I weighed a little over 100 kg but
______________ even those who
weighed 120, 150 and 180 kg

WRITING
Choose ONE of the topics and write. Learners
Write an article to a newspaper write an
describing the most popular hobby article to a
in Kazakhstan nowadays using newspaper
appropriate grammar. Try to mention describing
these questions: the most
1. What kind of hobby is very popular popular
among younger generation in hobby in
Kazakhstan? Kazakhstan
2. Why is it important?
3. Is your own hobby different from
the most popular one? How? Why?

SPEAKING
Task. You are given quetsions to Learners
speak about for 2-3 minutes. Before answer the
you speak you have one minute to questions
think about what you are going to say
and you can make notes if you wish.

End Peer-assessment. Self-

3 min Two stars and a wish. assessment
You did a really good job on ...
I really like how you ...
Maybe you could ...
Hometask: revise the words from the
units
Saying goodbye
LESSON 28 School: Stavropolka Secondary School
Unit 2: Exercise and sport
Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: Unit revision

Learning objectives 9.L2 understand most specific information in unsupported extended

talk on a wide range of general and curricular topics
9.S5 interact with peers to negotiate, agree and organise priorities and
plans for completing classroom tasks
9.S7 use appropriate subject-specific vocabulary and syntax to talk
about a wide increased range of general and curricular topics
9.UE13 use a variety of modal forms for different functions and a
limited number of past modal forms including should/ shouldn’t have
to express regret and criticism on range of familiar general and
curricular topics
Lesson objectives All learners will be able to:
Reproduce taught material in listening, speaking, writing.
Most learners will be able to:
Demonstrate learned grammar and vocabulary about exercise and sport
in dialogues with sure.
Create their own dialogues based on the given situations.
Some learners will be able to:
Use taught vocabulary and grammar with accuracy.
Provide unprepared speech talking about adventure sports.
Criteria Identify facts and details in extended talks with little support.
Demonstrate the ability to participate in a conversation.
Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences.
Apply modal verbs for different purposes.
Previous lesson Summative control work for the 1st term
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETINGS Verbal
5 min The teacher sets the lesson objectives, evaluation
letting students know what to anticipate
from the lesson.

Warm up.
Then to create a positive learning Learners
environment the teachers asks students create a
to start the lesson giving each other positive
compliments about appearance, job
 performance, talent, etc. and also
practice accepting compliments.
Middle Focus on grammar Learners Mutual
30 min Have Ss watch video to revise relative read the avaluation
clause. rules very
Divide students into two groups. Give a attentively
card with defining relative clause to and discuss
one group. And the other group takes a in groups
card with non-defining relative clause.
Instruct Ss to read the rules very
attentively and discuss in groups. Point
out they should explain the rule they`ve
read to another group.
Is there a meaning if we remove a
relative clause from the sentence?
What punctuation separates main
clause from the relative clause?
Have students do the activity.
(grammar task for defining, non-
defining relative clauses)

Formative assessment
Can you remember ... Learners Individual
A day when you made a big decision? answer the avaluation
A person who had a big influence on questions
you as a child?
A place where you learnt something
very important?
A time when you had to choose
between two important things?
A moment when you felt that history
had been made?
A time when you didn’t worry about
the future?
A place where you met someone very
important to you?
End REFLECTION Self-
5 min At the end of the lesson, learners reflect assessment
on their learning:
What have you remembered on the
lesson today?
What was new for you?
What information was interesting for
you?
What is the difference of defining and
non-defining relative clauses?
Hometask: revise grammar themes
from the units
Saying goodbye